ERIC EJ1101706: Using Multimedia with Kindergarten to Increase Homework Participation

2012·1.3 MB·English

by  ERIC

RESEARCH PAPERS
USING MULTIMEDIA WITH KINDERGARTEN TO INCREASE
HOMEWORK PARTICIPATION
By
MARY TUNSTALL* PRINCE HYCY BULL**
* M.A., North Carolina Central, University.
** Associate Professor, Educational Technology, North Carolina Central University.
ABSTRACT
This study stemmed from a concern that homework instruction, verbal and print oriented, did not reflect a 21st century
learning strategy for kindergarten students due to their reading levels and their abilities to consistently follow written
instructions to complete tasks. The study examined 18 kindergarten students' perceptions of using multimedia, video
and screen capture, as a medium for homework instruction and activities. The study guided by the constructivist
teaching approach, described how multimedia was used as a motivational tool to engage students in literacy
instruction and knowledge construction. Findings show that use of multimedia motivated and engaged students in
learning both in school and at home. Students stated that multimedia activities were fun. Mean scores from pre-survey to
post-survey show positive dispositions to the integration of multimedia in the class and homework activities. Findings also
show that multimedia helped students create knowledge and work as a team. A by-product of this study was increased
parental involvement in students' learning. Parental supervision was required for students to play DVDs or to access online
files at home. This request turned out to be a positive outcome of the study.
Keywords: Technology Integration, Multimedia with Elementary Schools, Kindergarten, Technology Integration.
INTRODUCTION way homework is delivered has the potential to extend
What can teachers do to engage learners in homework student learning into students' home environments without
instruction using 21st century tools? Using multimedia for the physical presence of the teacher. To ensure that
instruction has grown to meet the needs and the demands instruction reflects use of 21st century technologies,
of 21st century learners. Teachers have access to a wealth teachers must keep abreast of current trends in the 21st
of resources to provide instructional presentations that century to match what learners are using in their day-to-
combine visual and verbal modes -- text, graphics, audio, day lives in and out of school. Learning and instruction are
picture, animations, and video (Bull, 2009). The influences continually evolving to reflect emerging technologies. On
that new technologies bring to everyday social the other hand, educational views are changing from an
engagements have also changed the way instructional objective epistemology and behavior learning approach
technology is viewed in education (Shih & Waugh, 2011). As to more of a collaborative learning approach with a
teachers strive to incorporate new technologies into their constructivist epistemology (Bull, 2012). To meet the needs
classroom instruction to motivate their learners, they should of 21st century learners, educators and researchers are
harness the strength that multimedia and new reflecting on everything from instructional practices,
technologies have to offer students for their homework instructional design and delivery and how learning is
instructions. To motivate and engage learners in homework facilitated in the classroom (Shih & Waugh, 2011). This study
instruction, delivery methods must mirror what is seeks to address some of these questions by addressing
incorporated into classroom instruction. Since classroom the impact of using multimedia files as the vehicle for
instruction is the vehicle that conveys learning in the conveying homework instructions and activities for
classroom, homework instruction and activities should also kindergarten students.
reflect this transformation change in delivery. Changing the
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Theoretical Framework the role as the facilitator and the environment becomes
learner-centered (Shih & Waugh, 2011). Howard, Mazintas
The study was guided as its theoretical framework by the
& Kanai (2009) found that the environment in a
constructivist approach to teaching and learning.
constructivist classroom encourages collaboration among
Multimedia tools offer a unique insight into literacy
learners. Learners' collaboration skills and communication
processes, highlighting the way students construct
skills are enhanced in an environment that fosters an
meaning in electronic environments and how the final
exchange of ideas.
products are used for teaching and learning. CD-ROM,
DVD, podcasting, pictures, wikis, blogs, and video tools are Bull (2009) stated that a constructivist-learning environment
multimodal and rely upon the signs and codes of visual, is guided by six major principles:
audio and interactive tools to help learners construct lLearning is content-based and aligned with
meaning as they engage with the tools of multimedia curriculum.
learning (O'Byrne, Bailey & Murrell, 2011). This study used Flip
lLearning is contextualized in authentic activities
cameras with students role-playing under the direction and
aligned with the content area and grade level curriculum.
supervision of the classroom teacher to construct
lLearning provides students with opportunities to
knowledge.
collaborate with others to create and reinforce knowledge.
Constructivist Learning Environment
lLearning promotes personal autonomy and control of
Constructivism is a theory of learning that states that
learning because the focus is on designing technology-
learners construct knowledge by developing their own
based resources aligned with specific content and
understanding of the world around them through their prior
pedagogical knowledge.
experiences and through reflecting on their learning
lLearning promotes personal growth of students
(Howard, Mazintas & Kanai, 2009; Bull, 2009). Experiencing
through designing and creating technology-based
is an immersion into the daily life of the learner. This requires
activities, resources, and contributing to knowledge in the
the teacher to plan not only different kinds of experiences
applied content area.
for the learners, but also opportunities for the students to link
back to their prior experiences (e.g. personal, community) lEvaluation of technology-based activities, resources
and projects should focus more on the perspective and
so that they are able to make those new connections so
understanding of the effectiveness of each product as it
that learning can occur (Yelland, Cope & Kalantzis, 2008).
relates to the content and grade level objectives, rather
Bull (2012) stated that students' existing structures are only
than on correctness.
reformulated if new information or experiences are
connected to knowledge that already exists. For students to Multimedia
be able to internalize new ideas or information, they must A multimedia-learning environment utilizes several types of
draw inferences, elaborations and relationships between representation that include text, audio, video, graphs,
new and old ideas to develop multimedia content to photographs and animation, (Bull, 2009). Multimedia
create a more engaged student-learning environment construction is a complex process for developing higher
(Neo, Neo & Tan, 2011). order thinking and can be used in formative assessment as
In a constructivist-learning environment, learners are able well as an instructional tool in the classroom (Brown &
to construct knowledge as they are engaged in the Green, 2007). The learning process can be enhanced
process of learning. Through applying their knowledge to through the use of multimedia instruction (Neo, Neo & Tan,
new learning experiences, collaborating, and becoming 2011). Using multimedia in instruction provides users with
active participants, learners develop independence and control over learning and supports interactivity in the
learning becomes an active process (Bull, 2009). In the process.
constructivist-learning environment, the teacher takes on Video use is gradually becoming a part of every facet of
32 i-manager’s Journal on School Educational Technology, Vol. 7 l No. 3 l December 2011 – February 2012
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education today. Hansson & Wettergren (2011) stated that learning. Video can only be effective if the educational
the head of Cisco's group for Emerging Technologies, goals are clearly defined in terms of its application to the
Marthin De Beer, predicted that 90% of the Internet traffic learning process (Lupshenyuk, 2010). Videos are
would consist of video in 2013. The increase of video is due particularly suited for overviews of material, whereas text is
to increased broadband capacity, the use of video more suitable for communicating deeper information.
applications such as YouTube, and the emergence of Video can be used as an introduction to courses, to inform
easy-to-use video recording devices that include high about practical and technical functions and to summarize
quality cameras, especially mobile cameras (Hansson & knowledge. Some might argue that videos might
Wettergren, 2011). YouTube and similar video hosting sites encourage a passive approach, but using questions to
with the capability of users uploading video content to the encourage viewer feedback and reflection throughout
Web have been one of the factors for the expansion of video can promote interactivity and engage learners in
video technology use. The YouTube platform has classroom activities (Hansson & Wettergren, 2011).
transformed the essence of streaming video with its Video tutorials are another option for using video in a web-
combination with wireless mobile devices, video based learning environment. In combination with sound
annotations, screencasting software, video capture pedagogically instructional design, video tutorials offer
software, and video editing software (Lupshenyuk, 2010). powerful small-chunked learning, compared to traditional,
The digital natives of today are very familiar with narratives several hours of continuous learning (Sing, 2010). Blended
in audiovisual formats television, film, and computer learning with the use of video tutorials offers improved
games more so, than older generations Hansson & pedagogy/learning, increased access and increased cost
Wettergren, (2011). effectiveness Sing, (2010). The major strengths that video
Web 2.0 videos are shared and viewed with video sharing tutorials have to offer students are step-by-step practice,
networks (like YouTube, TeacherTube, ForaTV, ScieVee, and the pause and the replay feature that allow students to
Screencast), where individuals can share their videos with reflect on the information being presented, and the self-
other individuals who share a common interest (Burke & paced learning that gives the learner freedom from
Snyder, 2009). Web 2.0 videos are often referred to as pressure from peers or instructors (Sing, 2012). Visual
“collective intelligence” which contains “the aggregate materials can add relevance and a conversational
knowledge that emerges from the decentralized choices structure to traditional presentations. There are several
and judgments of groups of independent participants” advantages to using instructional video tutorials for both
(Tapscott & Williams, 2006, p. 41). Video sharing networks instructors and students. The benefits include, but are not
have similarities to human cognitive abilities with the video limited to the ability to start and stop, quick access to a
sharing and information retrieval that is a part of the video- wide range of explanations, an alternative to text-based
sharing networks (Lupshenyuk, 2010). instruction, access to quality explanations, use as a tutorial,
and the ability for instructors to pool their resources and
According to Hansson & Wettergren, video in the
create videos as a team (Sing, 2010).
educational setting is needed because it is a part of
people's daily lives. They also stated that video is a Jon Udell used the term screencast to describe video that
preferential way to learn and acquire skills because of the captures the computer screen contents along with audio
preference to view audiovisual format over reading. There narration in 2004. Screencast allows the user to record
are different categories of video that can be used in the multiple times. The teacher guides the audience through
educational setting. The uses for video differ as well as the learning materials that can contain text, images, video
groups that the video is intended to target. The educational files, web pages and any media that are available on the
purpose of video files needs to be considered in relation to computer. Screencast provides a way for the user to create
the specific objectives and targeted outcomes for learning materials without the use of traditional cameras
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and recording crews. Lectures can be recorded in real- lWhat are the perceptions of kindergarten students as
time digitally and a link can be made available to the user to integrating multimedia into homework instruction?
to access lessons anywhere they have an Internet lHow does the use of multimedia impact students
connection. Some lessons are pre-recorded and use completing homework assignment?
adaptive release so that they can be accessed during the
lWhat are the advantages and disadvantages of using
appropriate times when lessons are needed. The videos
multimedia in classroom instruction?
can be used to explain basic concepts that are being
Intervention
taught or can provide step-by-step tutorials. Screencast
Kindergarten students participated in the creation of
provides the users with the option to access information
nursery rhyme videos that were incorporated into the
repeatedly whenever they need to review or listen to
screen capture program Camtasia. The nursery rhymes
materials that contain hard-to-grasp concepts (Newland,
videos and nursery rhyme text were uploaded to the
Dickson & Galling, 2010).
school's website, Screencast.com and also recorded on
Screen capture programs like Jing and Camtasia offer
DVDs for students without access to the Internet. Each video
educators an easy way to record voice and activities on a
lesson featured a pre-recorded song that the students
computer screen. One area that this study drew upon was
helped to create, which served as an introduction to the
using Camtasia to produce multimedia homework
lesson. Each lesson also consisted of a single nursery rhyme
instruction that extended the classroom environment into
that challenged students to follow along during the first role-
students' homes. The process of incorporating video into
play. Next, the students reenacted the nursery rhymes for
the instructional environment has two significant functions.
video recording. The next phase required students to read
First, it has the capacity for students to construct
along as the video is played. Callout features were
knowledge. Second, it enables learners to participate in
incorporated along with audio to direct learners' attention
multimedia homework instruction and activities.
to starting points, directionality, and one-to-one word
Participants
matching.
Participants were 18 kindergarten students from the
Twelve 5-10 minute lessons were created (Table 1).
southeastern part of the United States. The research was
Students with assistance from their parents were instructed
conducted in an elementary school in a rural setting. The
to access lessons from home by accessing the school's
student population was diverse. There were 10 boys and 8
website and links provided. Students who did not have
girls involved in the study. Participants ranged in ages from
access to the Internet at home were provided with DVDs to
five to six years old. Written permission was given by the
view the same lesson content.
parents/guardians of all involved participants in this study.
Twelve students had access to the Internet at home and
Lessons Nursery Rhyme Homework
received multimedia files via the school's website or via a
Lesson 1 Jack Be Nimble
Screencast URL. There were 6 students without access to
Lesson 2 Humpty Dumpty
the Internet, who received the same multimedia files via
Lesson 3 The Three Little Kittens
the DVD option. Lesson 4 Little Miss Muffet
Lesson 5 Jack and Jill
Purpose of the Study
Lesson 6 Hickory Dickory Dock
The primary aim of this study was to examine the Lesson 7 Little Boy Blue
perceptions of kindergarten students towards using Lesson 8 Little Jack Horner
Lesson 9 Hey Diddle Diddle
multimedia files for their homework instruction and
Lesson 10 Itsy Bitsy Spider
activities. The study also examined the impact of using
Lesson 11 Georgie Porgie
multimedia files to learn print literacy instruction. The Lesson 12 Wee Willie Winkie
following questions guided the research: Table 1. Multimedia lessons
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Research Design identified (Figure 1 & Table 2)
This study was implemented with a group of kindergarten in Results of Survey
fall 2011, six weeks into their kindergarten year. Quantitative Question #1: What are the perceptions of kindergarten
as well as qualitative research methods were used to students to integrating multimedia into homework
conduct this investigational study. For the qualitative instruction?
research, the study focused on evaluating the use of the
The pre-survey results show that students have a positive
multimedia as an instructional homework medium, its
perception towards using multimedia as a learning tool.
impact on literacy instruction, and the advantages and
The survey was based on a 3-point Likert scale. An analysis
disadvantages of using multimedia as part of the
of post-survey means indicate positive dispositions towards
classroom instruction. The quantitative research examined
using multimedia to teach kindergarten students. There
the perceptions of students towards using multimedia in
were notable positive changes in the mean from the pre-
the classroom. A quantitative individualized survey
survey to the post-survey ranging from +0.06 to +0.44.
designed by researchers was used to determine students'
Since the pre-survey mean scores were relatively positive,
perceptions towards using multimedia in homework
the infusion of multimedia supported their positive
instruction, pre and post intervention. Qualitative analysis
perceptions to multimedia integration. It is clear from the
was based on classroom observations of students in
results that the greatest gains occurred with integrating
designing multimedia products, classroom participation
music (change of +0.44), homework as fun (change of
during and after integration, and comments by students.
+0.17), and pictures (change of +0.12). There was a
The pre-test and post-test were developed using a Likert +0.17 change in the overall mean scores between the
scale to measure the students' perceptions, using a 3-point pre-and post-survey. This gain showed a positive trend
scale with smiley faces that the students colored in. The towards using multimedia for homework instruction and
three scales were as follows: Happy Face (with an assigned activities.
value of 3 points), Somewhat Happy Face (with an
Question #2: How does the use of multimedia impact
assigned value of 2 points) and a Sad Face (with an
students completing homework assignment?
assigned value of 1 point). The classroom teacher, who was
The qualitative research from teacher observations,
also one of the researchers, administered the instrument
one-on-one with students because the teacher was
familiar with each child and could also find multiple
opportunities to administer the instrument if students were
not ready during an administration. Administration of the
survey was done one-on-one with students. Descriptive
statistics was used to analyze the data. The maximum
mean for the survey was 3.0. For this study, a mean score of
2.25 points was deemed a positive disposition for an item.
A change of mean of +0.30 from pre-test mean to post-
Figure1. Students' Perceptions of Multimedia
test mean is deemed a significant change. All 18 students
were individually interviewed and asked the same five Survey Question Pre -Survey Post -Survey
1. Do you like music? 2.44 2.88
questions in the pre-test and post-test phases of this study.
2. Do you like games? 2.88 2.94
Findings 3. Do you like to watch videos? 2 .94 3.00
4. Do you like pictures? 2.38 2.50
Findings from the study indicate a positive disposition to
5. Is homework fun? 2.77 2.94
using multimedia for homework instruction and activities.
Overall Mean Scores 2.682 2.852
The pre-survey and post-survey analysis findings were
Table 2. Results of Multimedia Survey
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students' class participation, and comments from students Second, lack of access to the Internet was a limitation for
indicated positive interest in the multimedia homework some parents. However, this was addressed by the DVD
instruction that was provided. The teacher's anecdotal option. Third, parents using dial-up Internet service
notes and observations during this period show a significant providers complained about the length of time to
increase in class participation and students' engagement. download a 5–10 minute video file. There were initial
Students showed an interest in taking home the DVDs over frustrations, but the DVD option was available to all parents.
and over and those with access to the Internet Despite these obstacles, the educational positives of using
commented how they watched files repeatedly. The multimedia files for homework instructions and activities far
teacher's observation records show that students were outweighed the challenges.
more engaged in class activities for lessons that were Implications
supported by video files.
Use of multimedia with kindergarten students is not a new
Question #3: What are the advantages and phenomenon, but the norm. What is unique about the
disadvantages of using multimedia in classroom study was creating multimedia presentations to support
instruction? their learning in school and at home. This study is small in
This study yielded several advantages in using multimedia size and scope. It is the desire of researchers of this study
in classroom instruction with kindergarten students. First, the that this paper will intrigue and encourage other
constructivist tenets were demonstrated in this study, as researchers to expand upon this research to demonstrate
students constructed knowledge, collaborated, the effectiveness of using student created multimedia
understood outcomes of their multimedia products from a products to support not only instruction in the class, but also
perspective of the relevance to their experiences, and used to support instruction at home. The challenges faced
designed products relevant to their curricula. Second, a by- by the classroom teacher in designing and uploading
product of this study was increased parental involvement in content and the challenges faced by parents with limited
students' learning. Parents requested links to the online or no access to the Internet should be addressed in
version of activities to work with their children at home. planning any future research of this nature. Student
Parents also expressed how this learning strategy engaged engagement in learning is fast becoming a national
their children in homework activities and they hoped that discussion. Educators need to find unique ways of
other teachers would adopt this strategy for other grade engaging 21st century learners by using technology tools
levels. Third, students demonstrated interest in acting roles for learning. This study lays a foundation for other
for creating video segments that were incorporated into kindergarten and elementary teachers and students to
the homework assignments. Initially, when the project build upon. As outlined earlier, use of multimedia is a
started students were shy to participate, but once they saw natural integration with kindergarten students, but the
final products, they became very interested in auditioning strategy to get students to create their own multimedia
for lead roles. Fourth, the use of multimedia not only presentations for instruction is a unique phenomenon
transformed students from consumers of knowledge to aligned with the constructivist teaching approach.
producers of knowledge, but made them engaged References
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ABOUT THE AUTHORS
Ms. Tunstall is a kindergarten teacher employed by a Granville County Schools, North Carolina. She graduated in December,
2011 with her M.A. degree in Instructional Technology.
Dr. Prince Hycy Bull is an Associate Professor and Program Coordinator of Educational Technology at North Carolina Central
University School of Education. His research activities include, but not limited to technology integration with preservice and in-
service teachers, learning technologies, emerging technologies, and technology integration with K-20 faculty and staff. He is a
graduate of the University of Sierra Leone, Fourah Bay College, North Carolina Central University and North Carolina State
University. He has extensive knowledge in integrating technology in education. His credentials are North Carolina teaching
licenses for Intellectual Disabled (Mild and Severe), Mentor, Curriculum Specialist, Instructional Technologist, School Principal
and Exceptional Children's Director.
38 i-manager’s Journal on School Educational Technology, Vol. 7 l No. 3 l December 2011 – February 2012